Lesson 1

Lesson content Questions to reflect on What is the meaning of an inhabitant? Who were the original inhabitants in Australia? What do we know about the original inhabitants of Australia? Explain to students that the Australian continent has always been multicultural. Before 1788, there were approximately 500 different language groups or nations. Current scientific understandings indicate that Aboriginal occupation dates back to between 50 000 and possibly 100 000 years before present (BP). Many Aboriginal people believe that they have always been here. Construct a timeline to represent 100 000 years, where 1 cm = 200 years. Five metres will represent what may be 100 000 years of Aboriginal occupation. Indicate that the last centimetre on this timeline represents the 200+ years since British colonisation. Express the importance of asking questions if unsure about anything.

Resources In class lesson Needed to construct a timeline of Aboriginal occupation; meter ruler, masking tape and marker.

Differentiation Questioning to see what prior knowledge the students have. Ensure the students know it is vital to ask questions.

Assessing Observe the students prior knowledge of the subject.

Revise previous lesson, questions to start lesson; In the previous lesson we learnt that there are many Aboriginal countries in Australia. What Aboriginal country are we in? Using an Aboriginal languages map, point out the diversity of Aboriginal cultures in Australia. Jointly locate the Aboriginal language group for your local community. On a map of New South Wales draw the Aboriginal country we are in, then locate Parkes on the map. Discuss where everyone is from, and locate where they came from on the IWB map. (extension)

Australia map with Aboriginal countries poster. To display on the class wall.

Whole class activity

Worksheet Observation

Reflect on previous lesson; What did we learn? What Aboriginal country are we a part of? Activity for students before our visit from an Aboriginal Elder; discuss what towns are around our area and the direction they are in eg; north, east, south, west. Using the worksheet from the previous lesson to find and map towns. Locate the surrounding towns of Parkes. Towns to locate are; Dubbo, Orange, Condobolin, Forbes etc.

Worksheet with map of NSW. Worksheet from lesson 2. New South Wales map on IWB.

Whole class activity As extensions of this activity write on whiteboard more towns that can be located and mapped. Organise students into groups with varying abilities. For the gestation of this unit this will be the groups

Observation of student knowledge of Geography. .

https://www.google.com.au/maps/@32.2676882,147.67998,6z

Revision activity; Get students to face certain directions when told to, eg I want you all to face north and tell me what towns are in that direction, face west and tell me what towns are in that direction etc. Invite an Aboriginal Elder to a lesson to talk to the class about the place names in the local area and their meanings in the local Aboriginal language. While the visitor talks to the class, write down the names of each town and meaning. Encourage students to ask questions. Reflect on previous lesson; What did we learn from our visitor? What are the Wiradjuri names that we remember? As a whole class research using the class computer and IWB, research reliable and valid websites to find more place names in Wiradjuri country and write down our information on worksheets. Revise what was learnt in previous lesson; Brainstorm the different place names learnt and using the mind mapping website Wordle, type each word remembered. In small groups research the meaning of 3 places in Wiradjuri that have Wiradjuri meaning, information researching is the place name meaning, why the place would have been given this name and an image of the place that would explain why a place has the meaning given.

Allow an hour for this lesson.

Remind students that they can ask questions. Ask questions to help clarify information for students.

Observation of questions asked Observation of revision activity.

Place names worksheet. Computer and IWB.

Researching topic as a whole class

Questioning Mark place names worksheets

Print the Wordle of Wiradjuri place names and display in classroom.

Small research groups of Observe small varying abilities. groups Extension activity for students that complete the activity. Mark worksheets

Worksheet for research. Website to find information. http://www.grandpapencil.net/austral/a bword/abplace.htm

Aboriginal ways of life. Explain to students that, over thousands of years of careful observation, Aboriginal people acquired an intimate knowledge of physical features of the land, animals, plants and people, and their interconnectedness. They managed the environment according to ancient laws and customs that are recorded in Dreaming stories. These stories describe ways of caring for the land as well as changes to the continent that have occurred over thousands of years, such as climatic and sea-level changes, volcanic eruptions and megafauna. Locally developed practices, such as construction of fish traps in rivers and the use of fire to increase new growth, increased biodiversity and maintained the food supply for small and sustainable populations of Aboriginal peoples throughout Australia. Watch a youtube clip on Aboriginal ancient traditions. Explain to students that the Dreamtime stories ancient stories that have been passed down from generation to generation. The Dreaming as Aboriginal religion belief system is to Christians have their Bible and belief in God and Jesus. Watch a clip of a Dreatime story that tells of creation.

Dreatime of the Aborigines Ancient Civilizations http://www.youtube.com/watch?v=hO WzcLuupi0 Marmoo and Biamee Aboriginal Dreamtime story http://www.youtube.com/watch?v=EbZ 2nb8KXac

Clear explanations of topic.

Dreamtime story and Art Tell students the Dreamtime story of Wakoo, in this story there is a kookaburra. Everytime the word kookaburra is said the students will make the kookaburra laugh. After the Dreamtime story is told, the teacher then goes to the whiteboard and asks the students to retell the story back as the teacher draws the symbols of the story onto the whiteboard. When completed this will make an artwork that the students can duplicate.

Painting by Kerry Gilbert of the Dreamtime story of Wakoo. Example of Dreamtime story artwork

Listen to students retell the story. Observe students working on their art.